Quarter 3 - Global Perspectives
Week 11
Spring Break!
Week 10
Monday, March 6
Establish
SWBAT
Engage
- Bellwork: How can local issues have global relevance?
- Small Group: identify three local issues that also have global relevance in relation to energy use and sustainable development.
Example: LOCAL ISSUE Palo Verde Nuclear Power Plant located in Tonopah, Arizona.
GLOBAL RELEVANCE in relation to ENERGY USE AND SUSTAINABLE DEVELOPMENT: The power plant provides clean energy which can help power the world and keep Americans at a high standard of living, but the power plant also has problems with polluted water which can contaminate Arizona water and other water in America, and also there is the danger of a nuclear meltdown which would affect many other countries very negatively and harm sustainable development
Tuesday, March 7
How do we provide energy for a sustainable future?
Establish
SWBAT
Engage
- Bellwork: Why is it important to provide energy for a sustainable future?
- With your partners, research a sustainable development project. Write a quick summary. Then, answer the following questions:
Wednesday, March 8
Establish
SWBAT communicate ideas
Engage
- Bellwork: How much impact does local action have on global futures?
- Clips from Sustainable
Thursday, March 9
Establish
SWBAT reflect on unit
Engage
- Bellwork: What can you do individually to be more sustainable?
- Reflection in ISN:
a.) What you have learned about resourced and sustainable development
b.) Changes to your own views on any of the issued explored as a result of research and listening to the perspective of others
- Clips from Sustainable
Friday, March 10
Establish
SWBAT
Engage
Week 9
Monday, February 27
Establish
SWBAT explore types of sustainable development
Engage
- Bellwork: What is an example of sustainable development?
- Group work: In groups of 4 , students research various types of sustainable development and present to the class
- Whole class: Take notes in ISN
5th period
- View video on Sustainability
- ISN: What makes energy "Green?"
- Start with Sustainable Energy
- Partner work: Fold paper into 4 squares. With a partner, look up Solar Energy, Wind Energy, Hydro Energy, Nuclear Power. Put the name of each type of energy into the boxes. In each box, describe the following:
1. Definition of energy
2. Process of energy
2. Diagram of process (draw it out)
Tuesday, February 29
Establish
SWBAT understand UN goals of sustainable development
Engage
- Bellwork: What are your thoughts on Sustainable Development?
- View video on sustainability issues - TedTalk
- Complete worksheet about other elements of Sustainable Development
Wednesday, March 1
Establish
SWBAT explore aspects of sustainable development
Engage
- Bellwork: Review your worksheet about the UN's 17 Sustainable Development Goals. Which 3 goals do you think should be the highest priority?
- View clip from Anthony Bourdain's show where he visits the Congo. Make notes on your worksheet about any mention or reference you see in the TV show that aligns with any of the 17 UN goals.
Thursday, March 2
Establish
SWBAT Investigate companies with sustainable development motivation
Engage
- Bellwork: How's it going?
- View clips from TED Talk: https://www.youtube.com/watch?v=39bPjnFBt-o
- Pair Work: Students work in pairs to locate a Sustainable Development Organization website answer the following in their ISNs:
Friday, March 3
Establish
SWBAT investigate local problems with global relevance, locate solution, communicate idea
Engage
- Bellwork: What does sustainable development actually do? Why is it important enough for the UN to create 17 goals?
- Individual Work: In-Class Essay: Can sustainable development ensure a reasonable standard of living for everyone?
- Small Group: identify three local issues that also have global relevance in relation to energy use and sustainable development.
Example: LOCAL ISSUE Palo Verde Nuclear Power Plant located in Tonopah, Arizona.
GLOBAL RELEVANCE in relation to ENERGY USE AND SUSTAINABLE DEVELOPMENT: The power plant provides clean energy which can help power the world and keep Americans at a high standard of living, but the power plant also has problems with polluted water which can contaminate Arizona water and other water in America, and also there is the danger of a nuclear meltdown which would affect many other countries very negatively and harm sustainable development
Individual Work: In-Class Essay: How would your team best approach solving these problems?
Week 8
Monday, February 20
No School!
Tuesday, February 21
Establish
SWBAT prepare for debate on economic growth
Engage
- Bellwork: What is economic growth? Look back through your notes to define
- Group Work: Students are put in 2 groups. Students should prepare for a debate for or against the position:
Economic growth is the only way to ensure a reasonable standard of living for everyone.
- All students should have roles, all students should be on task
- Watch more of Living on One Dollar a Day
5th period:
- Bellwork: What is economic growth? Look back through your notes to define
- In-Class Essay: Is the following statement true? Economic growth is the only way to ensure a reasonable standard of living for everyone. State your perspective and use one credible source of information to support your perspective. (due at end of class/ beginning of class on Wednesday)
Wednesday, February 22
Establish
SWBAT prepare for debate
Engage
- Bellwork: What is the cutest baby animal? Use your device.
- Debate prep (debate on Thursday!)
5th period:
Bellwork: How do you locate credible sources? Explain.
Begin in-class essay. Pick a prompt: Does economic growth benefit everyone? Or Is economic growth sustainable?
- Must have at least 2 credible sources to support your position
- Will be due at end of class on Thursday
Thursday, February 23
Establish
SWBAT
Engage
- Bellwork: What tips would you give someone to give an effective debate speech?
- Debate!
8. Possible written work – essay titles:
Does economic growth benefit everyone?
Or
Is economic growth sustainable? (I)
- View clips from Pump
5th:
Bellwork: Why can't we have debates in this class and what have you personally done to affect this decision?
Complete in-class essay
View documentary
Friday, February 24
What is sustainable development?
Establish
SWBAT
Engage
Bellwork: Why are baby elephants the cutest animal of all time? Explain in detail.
- Individual Work: Write an in-class essay in 20 minutes. Must be a solid PEE Paragraph. Need to have at least one correctly embedded and sourced quote from a credible publication.
Select one of the following prompts:
Does economic growth benefit everyone?
Or
Is economic growth sustainable? (I)
- View clips from Pump
- Bellwork:
- Partner work: Students research UN sustainability goals
- Students make flip book in ISN
- Partner work: Students work with a partner to find a leader in sustainable development, and then find answers the following questions in their ISN
Week 7
Monday, February 13
Establish
SWBAT present!
Engage
- Bellwork: Look up the situation with North Korea that unfolded this weekend. What was the situation and what do you think about this event?
- Presentations!
EvaluaTuesday, February 14
Establish
SWBAT utilize knowledge to create a Valentines
Engage
- Bellwork: How do other countries celebrate Valentines? Look it up!
- 1st and 3rd: Create Valentine's Cards with a Global Perspectives theme. Need to make at least 1 card. Card must reflect something we learned in Global, and also include a fact (which will also be sourced in your card). Be clever!
5th: Write a "love letter" to the planet. Include facts and data (use ISN or device). Must be at least 1 page (Abel needs to write 2 pages).
Evaluate
- Written work
- Participation
Wednesday, February 15
Establish
SWBAT Complete presentations
Engage
- Bellwork: The PM of Canada just visited with the US president. Look up a news brief about their meeting and explain what was discussed
- Presentations!
Evaluate
- Written work
- Participation
Thursday, February 16
Establish
SWBAT
Engage
- Bellwork: Who is the President of Russia? Look him up on Wikipedia (or similar) and give a brief explanation
- In-Class Essay: Are predictions of scarce resources in the future justified? Must write at least 1 page, must include 2 facts, correctly sourced, embedded
Is economic growth sustainable?
- Look up "sustainable" - write definition in ISN
- Look up "GDP" - write definition in ISN
- View Productivity and Growth - take notes in ISN
Evaluate
- Written work
- Participation
Friday, February 17
Establish
Engage
- Bellwork: Look up the HDI on the UN website. What is the HDI? How is it determined? Where does America rank?
- Complete video from Thursday
- Write definition of "Standard of living", "HDI"
- View Living on a Dollar a Day
- Take notes on the following:
What seems to be the standard of living?
What seems to be the cost of goods?
What are the needs of growing population?
Is there reduction of poverty?
Is there access to healthcare/education/social services?
What seems to be the average lifespan?
Are there choices in goods/services/lifestyles?
Evaluate
Week 6
Monday, February 6
Establish
SWBAT synthesize research results
Engage
- Bellwork: What did you think about the experience distributing surveys? Explain.
- Pair Work: With your partner, go over the results. Create a written report with your partner explaining the following:
1. Overall summary of your findings
2. Something that surprised/intrigued you about your findings
3. Suggestion for next steps that could be implemented, suggested by your findings
Due in 30 minutes
- Group work: Get with resource group - begin working on powerpoint/prezi (Presentations Thurs/Fri)
Evaluate
- Written work
- Participation
Tuesday, February 7
Establish
SWBAT create presentation
Engage
- Bellwork: What is the most interesting thing you have learned so far about your resource?
- Group Work: Get with resource group - continue working on Powerpoint/Prezi (presentations Thurs/Fri)
Evaluate
- Written work
- Participation
Wednesday, February 8
Establish
SWBAT create presentation
Engage
Bellwork: According to your research, what causes for concern might the human population have regarding resources?
- Group Work: Get with resource group - practice presentation
Evaluate
- Written work
- Participation
Thursday, February 9
Establish
SWBAT give presentation
Engage
Bellwork: What are the key tips to remember to give a good presentation?
- If you haven't yet you need to email Ms. Burk ([email protected]) a link to your presentation OR send it as an attachment. You will lose points if you do not send this to her today. - 5 min
- Practice presentation as a group (or by yourself if you have no group) - 15 min
- Students will present Friday or Monday
- View "Gaslands" on Netflix
Evaluate
- Participation
Friday, February 10
Establish
SWBAT give presentation
Engage
1st and 3rd period:
- Bellwork: Draw a picture of something cute
- Watch Gasland
- As a table, answer the following questions based on the movie:
Bellwork: Draw a picture of yourself being a good student
- In-class essay: Reflect on your behavior in class yesterday. Describe what your peers were doing, what you were doing, and what instructions you were given. Were you respectful? Explain. Were others disrespectful? What could they do to fix their behavior and make better choices?
- Presentations!
Evaluate
- Participation
Week 5
Monday, January 30
What is the future of population growth?
SWBAT analyze a documentary for credibility, begin investigating effects of overpopulation
Engage
Bellwork: What are issues concerning credible information in current news?
- Whole class: View first 20 minutes of How Many People Can Live on Planet Earth?
- Individual Work: Write down the following questions in your ISN and answer as you view clips:
- Pair work: Students work with survey pairs to develop survey questions (survey questions must be finalized on Wednesday)
Tuesday, January 31
Engage
SWBAT analyze a documentary for credibility, begin investigating effects of overpopulation
Bellwork: Look up Hans Rosling on wikipedia and write a few facts about him
Whole class: View first 20 minutes of Don’t Panic! The Truth About Population.
- Individual Work: Write down the following questions and answer as you view the clips:
Evaluate:
- Written work
- Participation
Wednesday, February 1
Engage
SWBAT Finalize survey on individual action as response to climate change
- Bellwork: How's your day so far?
- Pair work: Students work with pair to finalize survey - send out survey ASAP - results due Monday!
Evaluate
- Written work
- Participation
Thursday, February 2
Are there enough resources for the human race?
Establish
SWBAT explore the effects of human population on resources
Engage
- Bellwork: What resources do humans rely on? Use your device to make a list
- Individual Work - Mini Essay: Choose a prompt What is the future of human population growth in the 21st century? Or Is continued population growth inevitable?
- Include the following:
1. An introduction that clearly states your perspective
2. A body that uses 1-2 pieces of credible evidence to support your point
3. A conclusion that suggests how actions could be taken to ensure human population growth is not harmful
- Whole Class: View "Population, Sustainability, and Malthus"
- Whole Class: Discuss the following:
- Written work
- Participation
Friday, February 3
Establish
SWBAT research assigned issue
Engage
- Bellwork: Of the following resources, which is the most important to human survival, in your opinion? Explain. water; oil and gas; food; fish; trees; and metals
- Pair work: Students work in pairs to research one of the necessary resources. Students answer the following:
- Written work
- Participation
Week 4
Monday, January 23
Responses to climate change – what can we do?
Establish
SWBAT demonstrate understanding of audience, research importance of credible information
Engage
- Bellwork: How can you help prevent climate change?
- Individual Work: Write the opening to a debate speech. You are arguing that credible information is imperative to having a useful debate (should be about 1 page in length, in a debate/conversational style)
- Pair Work: Students work with a partner to make a brochure for college students about a.) the importance of credible information in understanding a point/debating a point, b.) a guide for how to evaluate if information is credible and c.) how to locate credible information
- Note: You have THREE Parts to this brochure
- Note: Your audience is freshmen college students - must appeal to them
- Note: You must cite your sources (obviously)
- Note: You will be graded on: following stated directions, professional execution
Evaluate
- Written work
- Participation
Tuesday, January 24
Establish
SWBAT demonstrate understanding of audience, research importance of credible information
Engage
- Bellwork: What kind of brochure would a college freshmen find engaging?
- Pair Work: Students work with a partner to make a brochure for college students about a.) the importance of credible information in understanding a point/debating a point, b.) a guide for how to evaluate if information is credible and c.) how to locate credible information
- Note: You have THREE Parts to this brochure
- Note: Your audience is freshmen college students - must appeal to them
- Note: You must cite your sources (obviously)
- Note: You will be graded on: following stated directions, professional execution
DUE 1/25 beginning of class
Evaluate
- Written work
- Participation
Wednesday, January 25
Do people care enough about climate change to take action?
Establish
SWBAT
Engage
- Bellwork: Do you believe people care enough about climate change to take action?
- Individual Work: Students complete in-class essay on a specific prompt. Due tomorrow at the beginning of class.
Evaluate
- Written work
- Participation
Thursday, January 26
Establish
SWBAT
Engage
- Bellwork: is individual action the most effective way to reduce global warming?
- Pair work: Students get with partners and brochures and use brochures to determine if the information they use as evidence in their essay is credible. Students write 1 paragraph description about how they determined their information was credible using their brochures
- Pair Work: Students work in pairs to create a survey on Google Surveys
1. design and implement a short questionnaire to ask local people about their views on what action they would be most willing to take to help reduce global warming
2. Goal of survey is to answer 2 questions: Do people care enough about climate change to take action AND are people willing to take individual action to reduce global warming
3. Pairs take notes on http://www.wikihow.com/Create-a-Survey
4. Pairs come up with specific group/population to survey (at least 20 people) - Ms. Burk approves groups
5. Pairs develop structured and unstructured questions for survey (at least 10 questions, must be a variety, questions must show target for honest answers)
- DUE Wednesday, Ms. Burk will approve surveys on Wednesday, students will distribute surveys after approval, final data is due on Monday, January 30
- Whole Class - Unit 6: Resources and Sustainability
What is the future of population growth?
- Whole class: view documentary clips of How Many People Can Live on Earth? http://topdocumentaryfilms.com/how-many-people-can-live-on-planet-earth/
Evaluate
- Written work
- Participation
Friday, January 27
No School!
Week 3
Monday, January 16
MLK DAY - No School
Tuesday, January 17
What is the impact of climate change? What is biodiversity?
Establish
SWBAT understand how climate change affects biodiversity
Engage
FIFTH PERIOD
- Bellwork: Do you believe in climate change? Why or why not?
- Bellwork: What is "biodiversity?" Look it up and write the definition in your ISN under "Key Words"
- Pair Work: Students will work in pairs to begin research for a PowerPoint on how global warming/climate change affects biodiversity in parts of the world
Information should be gathered, selected and stored on the following aspects of the allocated case study:
Evaluate
- Written work
- Participation
Wednesday, January 18
Establish
SWBAT develop articles on how climate change affects biodiversity
Engage
- Bellwork: draw something cute
- Pair Work: Students work in pairs to plan out how to write their articles - create an outline
- Whole class: Students view clips of documentary
Evaluate
- Written work
- Participation
Thursday, January 19
STAR TESTING
Friday, January 20
Establish
SWBAT senior audit
Engage
- Ms. Poggi comes in to give a senior audit
- 5th period only: Students have homework: read article and complete climate change handout
Evaluate
- Written work
- Participation
Week 2
Monday, January 9
Establish
SWBAT use research to create informational poster to aid learning
Engage
- Bellwork: What difficulties did you encounter with your research on Friday?
- Pair work: Students work in pairs to create informational poster about climate change
use data from research
Show creativity in execution of poster - should be unique, attractive, easily read and understood, professional looking
include information on difficulties you encountered during research
- Posters at beginning of class on Tuesday
- Collect "Climate Change" worksheets from Friday
- Whole Class: View clips of Inconvenient Truth - take notes in ISN about striking facts, interesting information, questions
- Review midterm
Evaluate
- Written work
- Participation
Tuesday, January 10
Establish
SWBAT tour posters, gather information, discuss and debate findings
Engage
- Bellwork: What about your findings about climate change do you agree with? What about your findings about climate change do you disagree with?
- Teacher explains the "panel of experts" activity. 3 students will be chosen from "human activity on climate change" and 3 students will be chosen from "natural variation on climate change" as "experts" to be questioned by the audience.
- Students view sample clip: https://www.youtube.com/watch?v=gWT-EWKIR3M
- Whole Class: Students "tour" the posters, writing notes on questions they will pose to the "panel of experts"
- Whole Class: Students engage in panel discussion
Rules: Ms. Burk will moderate. Students in audience will be invited to ask questions gathered from tour of posters to each side. Each group of experts will share responses based on their research.
- View clips from An Inconvenient Truth - take notes!
Evaluate
- Participation
Homework: Answer the following questions in your ISN:
Wednesday, January 11
Establish
SWBAT Discuss research process - difficulties and successes
Engage
- Bellwork: List 3 main challenges you find in researching topics and list 3 main successes you find in researching topics
- Whole Class: Discuss and list the successes and difficulties in locating credible information on the internet
- Individual Work: create a reflective learning log entry describing their experience of looking for material on the internet for the previous activity, and in general in the past.
Evaluate
- Written work
- Participation
Thursday, January 12
Question: Who is responsible for climate change?
Establish
SWBAT Understand the causes and effects of climate change, investigate causes and effects of climate change
Engage
- Bellwork: What is a “detective”? Explain. What qualities should a detective have? Make a list.
- Group Work:
Students are put (by teacher) into groups of 2-3
Students are assigned (by teacher) an “Environmental Crime”
Students work in groups to research (may use device)
Students fill out handout – for full points must be clear, concise, thoroughly researched, complete sentences
Students have 20 – 25 minutes to complete handout DUE at end of class period
- Whole Class: Students view clips from An Inconvenient Truth. Students continue taking notes in ISN (interesting facts, diagrams/facts/figures, any questions)
Evaluate
- Written work
- Participation
Friday, January 13
Establish
SWBAT understand contributors to climate change
Engage
- Bellwork: Catch up on the news. Use your device to look up something recent in the news related to climate change
- Whole Class: Students view clips from "Gaslands"
Describe the main groups of people responsible for causing climate change.
Or
Individual consumption of energy and resources is the main cause of climate change. Discuss.
Essay (3-5 paragraphs) due MONDAY
Evaluate
- Written work
- Participation
Week 1
Monday, January 2
NO SCHOOL
Climate Change and Biodiversity
Question: What is climate change?
Tuesday, January 3
Establish
SWBAT understand and explore climate change
Engage
- Bellwork: Look up "climate change" and write definition in ISN in "key terms" section
- Paid Work: With a partner, look up definitions of the following:
"perspective", "issue", "local", "global"
- Whole Class Work: Students view Climate Change 101
- Whole Class Work: Students view Chasing Ice
- Individual Work: students answer the following as they watch documentary:
Evaluate
- Written work
- Participation
Wednesday, January 4
- Bellwork: Why are graphic organizers helpful? Explain.
- Variety of Character Essay activities depending on class period
Thursday, January 5
Establish
SWBAT learn about carbon footprint, analyze article
Engage
- Bellwork: Reflection - in your ISN, reflect on what you have learned about climate change. What is your perspective on climate change now?
- Individual Work: head to computer lab to complete carbon footprint quiz
- Pair work: Students analyze "The Effects of Climate Change" and identify and list in a table: consequences/responses that are individual, local, national and international.
Evaluate
- Written work
- Participation
Friday, January 6
Establish
SWBAT analyze article and identify impact at a variety of levels
Engage
- Bellwork: What are the causes of climate change? Make a list.
What are the causes of climate change?
- Pair Work: in pairs, half the class researches evidence that clmate change is caused by human activity, the other hald researches evidence that climate change is caused by natural variation
Students will find, read, and save 2-3 credible sources. Students will use the information today to create posters on Friday to display.
Evaluate
- Written work
- Participation
Websites to start with: www:yourclimateyourlife.org.uk
http://coolkidsforacoolclimate.com
www.epa.gov/globalwarming/kids/index.html
www.reuters.com.article2012/01/11/us-climate-doomsday-idustre8oao2e2o12o111
Spring Break!
Week 10
Monday, March 6
Establish
SWBAT
Engage
- Bellwork: How can local issues have global relevance?
- Small Group: identify three local issues that also have global relevance in relation to energy use and sustainable development.
Example: LOCAL ISSUE Palo Verde Nuclear Power Plant located in Tonopah, Arizona.
GLOBAL RELEVANCE in relation to ENERGY USE AND SUSTAINABLE DEVELOPMENT: The power plant provides clean energy which can help power the world and keep Americans at a high standard of living, but the power plant also has problems with polluted water which can contaminate Arizona water and other water in America, and also there is the danger of a nuclear meltdown which would affect many other countries very negatively and harm sustainable development
Tuesday, March 7
How do we provide energy for a sustainable future?
Establish
SWBAT
Engage
- Bellwork: Why is it important to provide energy for a sustainable future?
- With your partners, research a sustainable development project. Write a quick summary. Then, answer the following questions:
- Why do you support sustainable development?
- What is green sustainable development?
- What are the barriers to sustainable development?
- What can be done to achieve sustainable development globally?
Wednesday, March 8
Establish
SWBAT communicate ideas
Engage
- Bellwork: How much impact does local action have on global futures?
- Clips from Sustainable
Thursday, March 9
Establish
SWBAT reflect on unit
Engage
- Bellwork: What can you do individually to be more sustainable?
- Reflection in ISN:
a.) What you have learned about resourced and sustainable development
b.) Changes to your own views on any of the issued explored as a result of research and listening to the perspective of others
- Clips from Sustainable
Friday, March 10
Establish
SWBAT
Engage
Week 9
Monday, February 27
Establish
SWBAT explore types of sustainable development
Engage
- Bellwork: What is an example of sustainable development?
- Group work: In groups of 4 , students research various types of sustainable development and present to the class
- Whole class: Take notes in ISN
5th period
- View video on Sustainability
- ISN: What makes energy "Green?"
- Start with Sustainable Energy
- Partner work: Fold paper into 4 squares. With a partner, look up Solar Energy, Wind Energy, Hydro Energy, Nuclear Power. Put the name of each type of energy into the boxes. In each box, describe the following:
1. Definition of energy
2. Process of energy
2. Diagram of process (draw it out)
Tuesday, February 29
Establish
SWBAT understand UN goals of sustainable development
Engage
- Bellwork: What are your thoughts on Sustainable Development?
- View video on sustainability issues - TedTalk
- Complete worksheet about other elements of Sustainable Development
Wednesday, March 1
Establish
SWBAT explore aspects of sustainable development
Engage
- Bellwork: Review your worksheet about the UN's 17 Sustainable Development Goals. Which 3 goals do you think should be the highest priority?
- View clip from Anthony Bourdain's show where he visits the Congo. Make notes on your worksheet about any mention or reference you see in the TV show that aligns with any of the 17 UN goals.
Thursday, March 2
Establish
SWBAT Investigate companies with sustainable development motivation
Engage
- Bellwork: How's it going?
- View clips from TED Talk: https://www.youtube.com/watch?v=39bPjnFBt-o
- Pair Work: Students work in pairs to locate a Sustainable Development Organization website answer the following in their ISNs:
- What are the main aims of sustainable development?
- How did the sustainable development movement begin?
- What are the main ways to achieve sustainable development?
- What are the main barriers to sustainable development?
- How can sustainable development be promoted?
Friday, March 3
Establish
SWBAT investigate local problems with global relevance, locate solution, communicate idea
Engage
- Bellwork: What does sustainable development actually do? Why is it important enough for the UN to create 17 goals?
- Individual Work: In-Class Essay: Can sustainable development ensure a reasonable standard of living for everyone?
- Small Group: identify three local issues that also have global relevance in relation to energy use and sustainable development.
Example: LOCAL ISSUE Palo Verde Nuclear Power Plant located in Tonopah, Arizona.
GLOBAL RELEVANCE in relation to ENERGY USE AND SUSTAINABLE DEVELOPMENT: The power plant provides clean energy which can help power the world and keep Americans at a high standard of living, but the power plant also has problems with polluted water which can contaminate Arizona water and other water in America, and also there is the danger of a nuclear meltdown which would affect many other countries very negatively and harm sustainable development
Individual Work: In-Class Essay: How would your team best approach solving these problems?
Week 8
Monday, February 20
No School!
Tuesday, February 21
Establish
SWBAT prepare for debate on economic growth
Engage
- Bellwork: What is economic growth? Look back through your notes to define
- Group Work: Students are put in 2 groups. Students should prepare for a debate for or against the position:
Economic growth is the only way to ensure a reasonable standard of living for everyone.
- All students should have roles, all students should be on task
- Watch more of Living on One Dollar a Day
5th period:
- Bellwork: What is economic growth? Look back through your notes to define
- In-Class Essay: Is the following statement true? Economic growth is the only way to ensure a reasonable standard of living for everyone. State your perspective and use one credible source of information to support your perspective. (due at end of class/ beginning of class on Wednesday)
Wednesday, February 22
Establish
SWBAT prepare for debate
Engage
- Bellwork: What is the cutest baby animal? Use your device.
- Debate prep (debate on Thursday!)
5th period:
Bellwork: How do you locate credible sources? Explain.
Begin in-class essay. Pick a prompt: Does economic growth benefit everyone? Or Is economic growth sustainable?
- Must have at least 2 credible sources to support your position
- Will be due at end of class on Thursday
Thursday, February 23
Establish
SWBAT
Engage
- Bellwork: What tips would you give someone to give an effective debate speech?
- Debate!
8. Possible written work – essay titles:
Does economic growth benefit everyone?
Or
Is economic growth sustainable? (I)
- View clips from Pump
5th:
Bellwork: Why can't we have debates in this class and what have you personally done to affect this decision?
Complete in-class essay
View documentary
Friday, February 24
What is sustainable development?
Establish
SWBAT
Engage
Bellwork: Why are baby elephants the cutest animal of all time? Explain in detail.
- Individual Work: Write an in-class essay in 20 minutes. Must be a solid PEE Paragraph. Need to have at least one correctly embedded and sourced quote from a credible publication.
Select one of the following prompts:
Does economic growth benefit everyone?
Or
Is economic growth sustainable? (I)
- View clips from Pump
- Bellwork:
- Partner work: Students research UN sustainability goals
- Students make flip book in ISN
- Partner work: Students work with a partner to find a leader in sustainable development, and then find answers the following questions in their ISN
- Why do you support sustainable development?
- What are the main principles and values behind sustainable development?
- Is sustainable development fair and supportive of human rights?
- How is sustainable development achieved in practice? Are there projects that show this approach in practice?
- What is green sustainable development?
- What are the barriers to sustainable development?
- What can be done to achieve sustainable development globally?
Week 7
Monday, February 13
Establish
SWBAT present!
Engage
- Bellwork: Look up the situation with North Korea that unfolded this weekend. What was the situation and what do you think about this event?
- Presentations!
EvaluaTuesday, February 14
Establish
SWBAT utilize knowledge to create a Valentines
Engage
- Bellwork: How do other countries celebrate Valentines? Look it up!
- 1st and 3rd: Create Valentine's Cards with a Global Perspectives theme. Need to make at least 1 card. Card must reflect something we learned in Global, and also include a fact (which will also be sourced in your card). Be clever!
5th: Write a "love letter" to the planet. Include facts and data (use ISN or device). Must be at least 1 page (Abel needs to write 2 pages).
Evaluate
- Written work
- Participation
Wednesday, February 15
Establish
SWBAT Complete presentations
Engage
- Bellwork: The PM of Canada just visited with the US president. Look up a news brief about their meeting and explain what was discussed
- Presentations!
Evaluate
- Written work
- Participation
Thursday, February 16
Establish
SWBAT
Engage
- Bellwork: Who is the President of Russia? Look him up on Wikipedia (or similar) and give a brief explanation
- In-Class Essay: Are predictions of scarce resources in the future justified? Must write at least 1 page, must include 2 facts, correctly sourced, embedded
Is economic growth sustainable?
- Look up "sustainable" - write definition in ISN
- Look up "GDP" - write definition in ISN
- View Productivity and Growth - take notes in ISN
Evaluate
- Written work
- Participation
Friday, February 17
Establish
Engage
- Bellwork: Look up the HDI on the UN website. What is the HDI? How is it determined? Where does America rank?
- Complete video from Thursday
- Write definition of "Standard of living", "HDI"
- View Living on a Dollar a Day
- Take notes on the following:
What seems to be the standard of living?
What seems to be the cost of goods?
What are the needs of growing population?
Is there reduction of poverty?
Is there access to healthcare/education/social services?
What seems to be the average lifespan?
Are there choices in goods/services/lifestyles?
Evaluate
Week 6
Monday, February 6
Establish
SWBAT synthesize research results
Engage
- Bellwork: What did you think about the experience distributing surveys? Explain.
- Pair Work: With your partner, go over the results. Create a written report with your partner explaining the following:
1. Overall summary of your findings
2. Something that surprised/intrigued you about your findings
3. Suggestion for next steps that could be implemented, suggested by your findings
Due in 30 minutes
- Group work: Get with resource group - begin working on powerpoint/prezi (Presentations Thurs/Fri)
Evaluate
- Written work
- Participation
Tuesday, February 7
Establish
SWBAT create presentation
Engage
- Bellwork: What is the most interesting thing you have learned so far about your resource?
- Group Work: Get with resource group - continue working on Powerpoint/Prezi (presentations Thurs/Fri)
Evaluate
- Written work
- Participation
Wednesday, February 8
Establish
SWBAT create presentation
Engage
Bellwork: According to your research, what causes for concern might the human population have regarding resources?
- Group Work: Get with resource group - practice presentation
Evaluate
- Written work
- Participation
Thursday, February 9
Establish
SWBAT give presentation
Engage
Bellwork: What are the key tips to remember to give a good presentation?
- If you haven't yet you need to email Ms. Burk ([email protected]) a link to your presentation OR send it as an attachment. You will lose points if you do not send this to her today. - 5 min
- Practice presentation as a group (or by yourself if you have no group) - 15 min
- Students will present Friday or Monday
- View "Gaslands" on Netflix
Evaluate
- Participation
Friday, February 10
Establish
SWBAT give presentation
Engage
1st and 3rd period:
- Bellwork: Draw a picture of something cute
- Watch Gasland
- As a table, answer the following questions based on the movie:
- On one half of the paper, write about
- Is the author of the movie credible? Why?
- What bias might the author have? Why?
- On the other half, write about
- What can you do to fact check to see if his information is credible?
Bellwork: Draw a picture of yourself being a good student
- In-class essay: Reflect on your behavior in class yesterday. Describe what your peers were doing, what you were doing, and what instructions you were given. Were you respectful? Explain. Were others disrespectful? What could they do to fix their behavior and make better choices?
- Presentations!
Evaluate
- Participation
Week 5
Monday, January 30
What is the future of population growth?
SWBAT analyze a documentary for credibility, begin investigating effects of overpopulation
Engage
Bellwork: What are issues concerning credible information in current news?
- Whole class: View first 20 minutes of How Many People Can Live on Planet Earth?
- Individual Work: Write down the following questions in your ISN and answer as you view clips:
- What is Attenborough’s main argument?
- What is the evidence to support his argument?
- How valid and reliable is this evidence?
- Is the argument convincing? Why?
- What are your opinions about the future of population growth based upon this documentary? Is there enough evidence for you to make a judgement?
- Should we be worried about population growth? Why?
- Pair work: Students work with survey pairs to develop survey questions (survey questions must be finalized on Wednesday)
Tuesday, January 31
Engage
SWBAT analyze a documentary for credibility, begin investigating effects of overpopulation
Bellwork: Look up Hans Rosling on wikipedia and write a few facts about him
Whole class: View first 20 minutes of Don’t Panic! The Truth About Population.
- Individual Work: Write down the following questions and answer as you view the clips:
- What is Rosling’s main argument?
- What is the evidence to support his argument?
- How valid and reliable is this evidence?
- Is the argument convincing? Why?
- What are your opinions about the future of population growth based upon this documentary? Is there enough evidence for you to make a judgement?
- Should we be worried about population growth? Why?
Evaluate:
- Written work
- Participation
Wednesday, February 1
Engage
SWBAT Finalize survey on individual action as response to climate change
- Bellwork: How's your day so far?
- Pair work: Students work with pair to finalize survey - send out survey ASAP - results due Monday!
Evaluate
- Written work
- Participation
Thursday, February 2
Are there enough resources for the human race?
Establish
SWBAT explore the effects of human population on resources
Engage
- Bellwork: What resources do humans rely on? Use your device to make a list
- Individual Work - Mini Essay: Choose a prompt What is the future of human population growth in the 21st century? Or Is continued population growth inevitable?
- Include the following:
1. An introduction that clearly states your perspective
2. A body that uses 1-2 pieces of credible evidence to support your point
3. A conclusion that suggests how actions could be taken to ensure human population growth is not harmful
- Whole Class: View "Population, Sustainability, and Malthus"
- Whole Class: Discuss the following:
- What are the main reasons for continued population growth?
- What are the main implications of population growth?
- How is population growth likely to affect resources? Who will be affected the most and least?
- How will the supply of resources affect the environment?
- Written work
- Participation
Friday, February 3
Establish
SWBAT research assigned issue
Engage
- Bellwork: Of the following resources, which is the most important to human survival, in your opinion? Explain. water; oil and gas; food; fish; trees; and metals
- Pair work: Students work in pairs to research one of the necessary resources. Students answer the following:
- What is the resource and its main uses?
- What is the current trend in usage worldwide and in learners’ own country?
- What are the predictions about the availability of the resource in the next fifty years? Why?
- How will maintaining or increasing supplies affect the environment?
- Is the current level of resource usage sustainable?
- What are the implications of changing levels of supply?
- Could technological innovation improve the situation?
- Are there any groups of people particularly at risk from changes?
- Written work
- Participation
Week 4
Monday, January 23
Responses to climate change – what can we do?
Establish
SWBAT demonstrate understanding of audience, research importance of credible information
Engage
- Bellwork: How can you help prevent climate change?
- Individual Work: Write the opening to a debate speech. You are arguing that credible information is imperative to having a useful debate (should be about 1 page in length, in a debate/conversational style)
- Pair Work: Students work with a partner to make a brochure for college students about a.) the importance of credible information in understanding a point/debating a point, b.) a guide for how to evaluate if information is credible and c.) how to locate credible information
- Note: You have THREE Parts to this brochure
- Note: Your audience is freshmen college students - must appeal to them
- Note: You must cite your sources (obviously)
- Note: You will be graded on: following stated directions, professional execution
Evaluate
- Written work
- Participation
Tuesday, January 24
Establish
SWBAT demonstrate understanding of audience, research importance of credible information
Engage
- Bellwork: What kind of brochure would a college freshmen find engaging?
- Pair Work: Students work with a partner to make a brochure for college students about a.) the importance of credible information in understanding a point/debating a point, b.) a guide for how to evaluate if information is credible and c.) how to locate credible information
- Note: You have THREE Parts to this brochure
- Note: Your audience is freshmen college students - must appeal to them
- Note: You must cite your sources (obviously)
- Note: You will be graded on: following stated directions, professional execution
DUE 1/25 beginning of class
Evaluate
- Written work
- Participation
Wednesday, January 25
Do people care enough about climate change to take action?
Establish
SWBAT
Engage
- Bellwork: Do you believe people care enough about climate change to take action?
- Individual Work: Students complete in-class essay on a specific prompt. Due tomorrow at the beginning of class.
Evaluate
- Written work
- Participation
Thursday, January 26
Establish
SWBAT
Engage
- Bellwork: is individual action the most effective way to reduce global warming?
- Pair work: Students get with partners and brochures and use brochures to determine if the information they use as evidence in their essay is credible. Students write 1 paragraph description about how they determined their information was credible using their brochures
- Pair Work: Students work in pairs to create a survey on Google Surveys
1. design and implement a short questionnaire to ask local people about their views on what action they would be most willing to take to help reduce global warming
2. Goal of survey is to answer 2 questions: Do people care enough about climate change to take action AND are people willing to take individual action to reduce global warming
3. Pairs take notes on http://www.wikihow.com/Create-a-Survey
4. Pairs come up with specific group/population to survey (at least 20 people) - Ms. Burk approves groups
5. Pairs develop structured and unstructured questions for survey (at least 10 questions, must be a variety, questions must show target for honest answers)
- DUE Wednesday, Ms. Burk will approve surveys on Wednesday, students will distribute surveys after approval, final data is due on Monday, January 30
- Whole Class - Unit 6: Resources and Sustainability
What is the future of population growth?
- Whole class: view documentary clips of How Many People Can Live on Earth? http://topdocumentaryfilms.com/how-many-people-can-live-on-planet-earth/
Evaluate
- Written work
- Participation
Friday, January 27
No School!
Week 3
Monday, January 16
MLK DAY - No School
Tuesday, January 17
What is the impact of climate change? What is biodiversity?
Establish
SWBAT understand how climate change affects biodiversity
Engage
FIFTH PERIOD
- Bellwork: Do you believe in climate change? Why or why not?
- Bellwork: What is "biodiversity?" Look it up and write the definition in your ISN under "Key Words"
- Pair Work: Students will work in pairs to begin research for a PowerPoint on how global warming/climate change affects biodiversity in parts of the world
Information should be gathered, selected and stored on the following aspects of the allocated case study:
- description of location
- outline of the impact of climate change on biodiversity and the location
- explanation for the impacts on biodiversity identified
- the opinions of local people about the situation
- suggestions of how to improve the situation.
Evaluate
- Written work
- Participation
Wednesday, January 18
Establish
SWBAT develop articles on how climate change affects biodiversity
Engage
- Bellwork: draw something cute
- Pair Work: Students work in pairs to plan out how to write their articles - create an outline
- Whole class: Students view clips of documentary
Evaluate
- Written work
- Participation
Thursday, January 19
STAR TESTING
Friday, January 20
Establish
SWBAT senior audit
Engage
- Ms. Poggi comes in to give a senior audit
- 5th period only: Students have homework: read article and complete climate change handout
Evaluate
- Written work
- Participation
Week 2
Monday, January 9
Establish
SWBAT use research to create informational poster to aid learning
Engage
- Bellwork: What difficulties did you encounter with your research on Friday?
- Pair work: Students work in pairs to create informational poster about climate change
use data from research
Show creativity in execution of poster - should be unique, attractive, easily read and understood, professional looking
include information on difficulties you encountered during research
- Posters at beginning of class on Tuesday
- Collect "Climate Change" worksheets from Friday
- Whole Class: View clips of Inconvenient Truth - take notes in ISN about striking facts, interesting information, questions
- Review midterm
Evaluate
- Written work
- Participation
Tuesday, January 10
Establish
SWBAT tour posters, gather information, discuss and debate findings
Engage
- Bellwork: What about your findings about climate change do you agree with? What about your findings about climate change do you disagree with?
- Teacher explains the "panel of experts" activity. 3 students will be chosen from "human activity on climate change" and 3 students will be chosen from "natural variation on climate change" as "experts" to be questioned by the audience.
- Students view sample clip: https://www.youtube.com/watch?v=gWT-EWKIR3M
- Whole Class: Students "tour" the posters, writing notes on questions they will pose to the "panel of experts"
- Whole Class: Students engage in panel discussion
Rules: Ms. Burk will moderate. Students in audience will be invited to ask questions gathered from tour of posters to each side. Each group of experts will share responses based on their research.
- View clips from An Inconvenient Truth - take notes!
Evaluate
- Participation
Homework: Answer the following questions in your ISN:
- What is the evidence for climate change being caused by natural variation?
- What is the evidence for climate change being caused by human activity?
- Which perspective is most convincing? Why?
- Which individual and group of ‘experts’ from the class argued most effectively? Why?
Wednesday, January 11
Establish
SWBAT Discuss research process - difficulties and successes
Engage
- Bellwork: List 3 main challenges you find in researching topics and list 3 main successes you find in researching topics
- Whole Class: Discuss and list the successes and difficulties in locating credible information on the internet
- Individual Work: create a reflective learning log entry describing their experience of looking for material on the internet for the previous activity, and in general in the past.
Evaluate
- Written work
- Participation
Thursday, January 12
Question: Who is responsible for climate change?
Establish
SWBAT Understand the causes and effects of climate change, investigate causes and effects of climate change
Engage
- Bellwork: What is a “detective”? Explain. What qualities should a detective have? Make a list.
- Group Work:
Students are put (by teacher) into groups of 2-3
Students are assigned (by teacher) an “Environmental Crime”
Students work in groups to research (may use device)
Students fill out handout – for full points must be clear, concise, thoroughly researched, complete sentences
Students have 20 – 25 minutes to complete handout DUE at end of class period
- Whole Class: Students view clips from An Inconvenient Truth. Students continue taking notes in ISN (interesting facts, diagrams/facts/figures, any questions)
Evaluate
- Written work
- Participation
Friday, January 13
Establish
SWBAT understand contributors to climate change
Engage
- Bellwork: Catch up on the news. Use your device to look up something recent in the news related to climate change
- Whole Class: Students view clips from "Gaslands"
Describe the main groups of people responsible for causing climate change.
Or
Individual consumption of energy and resources is the main cause of climate change. Discuss.
Essay (3-5 paragraphs) due MONDAY
Evaluate
- Written work
- Participation
Week 1
Monday, January 2
NO SCHOOL
Climate Change and Biodiversity
Question: What is climate change?
Tuesday, January 3
Establish
SWBAT understand and explore climate change
Engage
- Bellwork: Look up "climate change" and write definition in ISN in "key terms" section
- Paid Work: With a partner, look up definitions of the following:
"perspective", "issue", "local", "global"
- Whole Class Work: Students view Climate Change 101
- Whole Class Work: Students view Chasing Ice
- Individual Work: students answer the following as they watch documentary:
- What is climate change and global warming?
- What are the causes?
- What are the possible consequences of global warming? Locally, nationally and globally?
- What should be done? Individually, locally, nationally and globally?
Evaluate
- Written work
- Participation
Wednesday, January 4
- Bellwork: Why are graphic organizers helpful? Explain.
- Variety of Character Essay activities depending on class period
Thursday, January 5
Establish
SWBAT learn about carbon footprint, analyze article
Engage
- Bellwork: Reflection - in your ISN, reflect on what you have learned about climate change. What is your perspective on climate change now?
- Individual Work: head to computer lab to complete carbon footprint quiz
- Pair work: Students analyze "The Effects of Climate Change" and identify and list in a table: consequences/responses that are individual, local, national and international.
Evaluate
- Written work
- Participation
Friday, January 6
Establish
SWBAT analyze article and identify impact at a variety of levels
Engage
- Bellwork: What are the causes of climate change? Make a list.
What are the causes of climate change?
- Pair Work: in pairs, half the class researches evidence that clmate change is caused by human activity, the other hald researches evidence that climate change is caused by natural variation
Students will find, read, and save 2-3 credible sources. Students will use the information today to create posters on Friday to display.
Evaluate
- Written work
- Participation
Websites to start with: www:yourclimateyourlife.org.uk
http://coolkidsforacoolclimate.com
www.epa.gov/globalwarming/kids/index.html
www.reuters.com.article2012/01/11/us-climate-doomsday-idustre8oao2e2o12o111